Ordinary Virtue Susan Stark Bates College

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Ordinary Virtue Susan Stark Bates College Ordinary Virtue Susan Stark Bates College Ethics should not be merely an analysis of ordinary mediocre conduct, it should be a hypothesis about good conduct and about how this can be achieved. How can we make ourselves better? Is a question moral philosophers should attempt to answer.1 Iris Murdoch, “The Sovereignty of Good over Other Concepts” 1. Morality is a set of ordinary skills, involving feeling the right emotions, doing the right actions, perceiving the moral world accurately, making sound moral Judgments. Because morality involves this set of skills, it takes practice to get them Just right. In this way, morality is very much akin to other everyday skills: reading a book, driving a car, riding a bicycle, playing tennis. To be sure, the skills involved in morality may be more complex and far-reaching than those involved in reading a book or playing tennis. But in all these domains, we acquire the expertise involved in these skills through old-fashioned practice. 1 Iris Murdoch, “The Sovereignty of Good,” The Sovereignty of Good over Other Concepts, London, Routledge, 1971, p. 76. 1 It can be tempting to see morality, not as a set of skills, but as a series of dilemmas. On this understanding, morality involves exciting problems, hard cases, tragic choices – trolley problems, torture to extract life saving information, questions of Just war, the morality of abortion, euthanasia, and the death penalty. Certainly all of these hard cases are morally important: I do not mean to suggest that these are not properly thought of as moral problems. They are. And it is important to figure out what to say about them. I suspect, however, that there is a cost to thinking of these sorts of matters as paradigmatic of the moral domain. When we see these exciting cases as the paradigm of moral questions, we overlook the ordinary, everyday nature of morality and the important questions of how to cultivate the moral emotions, how to nurture the ability to perceive moral situations accurately, how to foster good moral Judgment, how to ensure that we act correctly both in the ordinary case and in the rare case of a tragic moral dilemma. The view of morality as a skill is right at home with the virtue theorist’s moral outlook. Indeed, many virtue theorists, following Aristotle and to some extent Plato, see morality precisely in this way. As such, the skill-based moral theorist and the virtue theorist both emphasize that cultivating moral skills involves cultivating character traits. And the process of moral development, on this view, involves cultivating emotions, patterns of seeing, habits of responding, in short, developing traits of character. But an impressive and growing body of psychological data casts doubt on the very idea of traits of character. Numerous psychological studies have examined human moral behavior. Consider Just a tiny fraction of their findings: Stanley Milgram’s now-famous experiment on obedience finds that two-thirds of subJects fully obey an experimenter’s requests to administer 2 debilitating and potentially lethal electric shocks to an unwilling victim;2 Isen and Levin find that finding a dime in a pay phone coin return appears to the be the determinant of whether someone helps a person in need;3 Darley and Batson find that being in a hurry, in some cases, determines whether someone helps another person in need;4 and finally, the presence of other people who either help or do not help is a significant determinant of whether a naïve subJect helps someone in need.5 On the basis of these studies and many others, some conclude that it is the situation and its unique set of psychological pressures that determine the individual’s action. This view, often called situationism, offers a way to make sense of how ordinary individuals can commit horrific acts of cruelty: these individuals are not cruel people. Rather, they are ordinary individuals who are overcome by their situations. On the basis of this data, some philosophers have concluded that there are no enduring character traits that determine an individual’s actions. John Doris, one of situationism’s most notable proponents, has argued that character traits are local: individuals are compassionate only when they find a dime, helpful when not in a hurry or when others around them help.6 This view appears to undercut our ordinary conception of the individual as the generator of actions, as responsible for those actions and as subJect to praise and blame. But it is not moral responsibility in general that is the target of the situationist philosopher. Rather, the 2 Stanley Milgram, “A Behavioral Study of Obedience,” Journal of Abnormal and Social Psychology 67: 371-378. 3 Isen, A.M., and Levin, P.F., “Effect of Feeling Good on Helping: Cookies and Kindness,” Journal of Personality and Social Psychology, 21: 1972, 384-388. 4 Darley, J.M. and Batson, C.D., “From Jerusalem to Jericho: A Study of Situational and Dispositional Variables in Helping Behavior,” Journal of Personality and Social Psychology, 27: 100-108, 1973. 5 Latane, B., and Rodin, J, “A Lady in Distress: Inhibiting Effects of Friends and Strangers on Bystander Intervention,” Journal of Experimental Social Psychology, 5: 189-202, 1969; and Latane, B., and Darley, J.M., The Unresponsive Bystander: Why Doesn’t He Help? New York: Appleton-Century-Crofts, 1970. 66 John Doris, Lack of Character: Personality and Moral Behavior, Cambridge: Cambridge University Press, 2002. 3 situationist argues that moral theories emphasizing character are most vulnerable to this line of attack. Thus, Doris argues that virtue theory ought to be reJected because it relies on an empirically unsupported view of character. These studies together appear to show that there are no enduring character traits, that is, no character traits of the sort the virtue theorist requires. I argue, however, that this conclusion is mistaken. The virtue theorist has a ready answer to the situationist’s obJection. Moreover, the response to the situationist will help elucidate the ordinary, everyday process of moral development, including questions about the role of rules in moral Justification and moral development, the latter being a process that has been historically underemphasized in philosophy. This under-emphasis on moral development has been encouraged by our proclivity to see morality as constituted by moral dilemmas, requiring responses that anyone can instantly access, rather than constituted by everyday problems and skills that must be cultivated over time. A related problem for the virtue theorist arises when we consider a different situationist problem: the impressive cross-cultural variety of conceptions of the good life and of the related virtues or excellences.7 A quick glance at any two cultures separated by time or geography will reveal very different virtues and pictures of the human good. If the good is used to derive precisely what the virtues are, and if different cultures have different conceptions of the good, then the virtue theorist risks a naïve and culturally biased view in defending any one conception of the good. If this obJection holds, it is not merely the virtue theorists’ view of character that is 7 Jesse Prinz, “The Normativity Challenge: Cultural Psychology Provides the Real Threat to Virtue Ethics,” Journal of Ethics, (2009) 13: 117-144. 4 empirically unsupported, but the very normative grounding of virtue theory, the answer to the question, why are the virtues good? But we will see that cultural variety need not lead us to a relativistic conclusion. To be sure, some cultural conceptions of the good and some corresponding “virtues” will turn out not to be good for human beings. But even more important, we will see that Aristotle’s view of the human function is sufficiently general that it can allow that different cultures might implement or develop human flourishing (and the related virtues) in somewhat different ways. Granting this needn’t lead us to a relativistic conclusion; rather we can hold, as Aristotle does, that the human good is partly constituted by the good of the social context that we occupy. In other words, it is compatible with an Aristotelian view that there might be several different instantiations of the good and related virtues. So it will turn out, in the end, that the situationist makes an important point, namely, that the situations in which we find ourselves have a substantial bearing on our ability to be morally good and on our ability to flourish (in short, on our ability to live excellently). This insight is one we ought to accept. But doing so does not undermine the argument of the virtue theorist because, in short, human beings are well able to be sensitive to the situations in which they find themselves. Situational sensitivity is one of the moral skills we can, and must, cultivate in our process of moral development. Because the virtue theorist can tell a compelling story of moral development, the virtue theorist is uniquely well placed to answer both the situationist challenge and the normativity challenge. 2. Situationists have mounted an impressive challenge for virtue theory. They have argued that empirical psychology conclusively demonstrates that there are no robust traits, no 5 traits in the virtue theorist’s sense. A robust character trait is one possessed by an individual across a range of trait-relevant situations, is consistently revealed through the individual’s actions, and is positively correlated with the possession of other, similar, traits. So courage is a robust trait if individuals act courageously across a whole range of situations pertaining to courage (in battle, in public speaking, in conveying difficult news, etc), if individuals consistently act in a courageous way in similar sorts of situations (different situations of battle), and if the possession of courage makes it more likely that individuals will possess other positive traits (honesty, for instance).
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